Exploring Teachers' Perceptions of an English Language Proficiency (ELP) Standards Professional Development Workshop

Autor/inn/en	Howlett, Kristina M.; Penner-Williams, Janet
Titel	Exploring Teachers' Perceptions of an English Language Proficiency (ELP) Standards Professional Development Workshop
Quelle	In: TESL-EJ, 24 (2020) 2, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Teacher Attitudes; Second Language Learning; English; Language Proficiency; Teacher Workshops; Faculty Development; Inservice Teacher Education; English for Academic Purposes; English Teachers; Standards; English (Second Language); Second Language Instruction; Arkansas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Zweitsprachenerwerb; English language; Englisch; Language skill; Language skills; Sprachkompetenz; Lehrerfortbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Standard; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	This study examines the perceptions of 49 educators participating in a three-day English Language Proficiency (ELP) standards professional development (PD) workshop to assist K-12 in-service teachers in responding to the dual challenge for English Learners: learning academic English while simultaneously using academic English to learn subject matter content. To date, there has been little attention to evaluating educators' experiences and their perceptions in relation to ELP standards PD. This study's analysis employed a mixed methods design consisting of pre- and post-surveys as well as semi-structured interviews. Survey findings indicated participants learned and comprehended the standards, were able to retain knowledge, and shared knowledge with colleagues. Interview results conveyed themes of increased awareness, time constraints, isolation, collaboration, and accountability. The findings suggest ongoing job-embedded training and intentional collaboration time is necessary for content and English as a Second Language teachers so they may work together on the alignment of content area standards in relation to ELP standards. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01